On April 24 2008 it is ten years ago that Fundashon pa
Planifikashon di Idioma, FPI, was incorporated as a public
foundation. Reaching a jubilee year is not the only reason
for celebration; board, management, staff and other
collaborators are especially happy with the achievements,
the quantity, but first of all with the quality that the
language institute has been able to produce.

In the past ten years the community has come to know
FPI as an important institute that regularly achieves
successes and demands attention for communication,
especially for languages. The language that receives
the most attention is Papiamentu, as the government's
policy is focused on giving the general language
of communication of the Leeward Islands a more
prominent role.

This jubilee catalogue contains the complete list of FPI's
publications, of both the new and former publications.
The setup of the catalogue is based on age in a rising
scale. It begins with baby dictionaries and ends with
relevant linguistic historical titles and a spell check.
Moreover, there is a survey of all kinds of services,
activities and the established network of relations
with people and institutes, which are of the utmost
importance for FPI.

FPI values the production of reliable, high quality
products. A country with relatively no means of
support has to produce long-lasting materials,
which is also a requirement by the financier. A
solid foundation based on planning and research is
therefore a must.
The annual returns show a growing curve in sale
figures and stock growth. This strengthens the
confidence that also in the long term a substantial
and valuable contribution may be expected of the
institute.

In brief, in this jubilee catalogue we wish to show,
with modest pride, what resources have been
achieved by FPI in the relatively young existence of
the language institute, for all those concerned and
especially for language users.
We hope that this survey will induce you to
confidently continue to give your support to the
institute.

The books from the first series
Prome Pasonan contain a
treasure of pictures from the
world of the child Parents and
educators leaf through the
booklet together with the chlld
indicate. ask questions and ii
this way the child learns new
words effortlessly On each page
there are questions that can help
educators find their way about

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12- to 18-month babies
With Buki di beibi Palabra the
little ones learn words for toys,
clothes, foods and fruit. In Buki
di beibi Bestia all kinds of domestic
animals and their puppies are presE

18- to 24-month toddlers
In Buki di peuter Palabra the primary colors are presented
and the vocabulary of the toddler is expanded. With Buki
di peuter Bestia the toddler learns where the animals in his
environment live, what they eat and what kinds of sounds
they make.

24- to 36-month preschoolers
With Buki di kleuter Palabra the inquisitive preschooler
learns many new words that deal predominantly with objects
outside the house. The preschooler also learns how to position
himself with regard to objects in his environment. Buki di
kleuter Bestia abounds with animals: big, small, funny, but
also animals of prey.

These picture books with their surprising stories and colorful Illustrations are
attractive to children from the age of four Preschoolers will listen breathlessly to
the adventures of the colorful story characters Adults too will love to read from
Slion Alorkoi (Old Turtle) about the old turtle with its timeless wisdom. Mimina,
the rnonkey, is hopelessly in love with Djosi, the rat, in DjosI Djaka ki Mimina
Makaku. Lola, the little hamster from Palabra dushi and Un sunchi so no ta basta
looks for nice words and kisses (one is not enough'i. Handa the African girl from
Handa su galia, has iost her chicken The man from Nochi di Strea doesn't like
the night at all and wants to bring about a change in this respect.

Who is more ingenious Djosi the rat.
Mimina the monkey, the African girl
Handa, the rnmn who doesn't IIke the
night, or Lola the haLmster> Just ask Shon
Morkoi' She knows the answers
to difficult question .

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A preschool program in Papiamentu

Trampolin is a Iively integrated publication in Papiamentu This program responds to the
development of the child and is suitable for preschoolers of the first cycle of Elemenmary Education
The four education areas are dealt with in a playful manner: Language. literacy and conlmunication:
Math, Man and community. Man, nature and technology

Manual and story book

[n four handbooks the material and
.... corresponding suggestions are presented. There
are ten themes annually. five in each handbook
With each theme the teacher draws from a
treasure of ideas for the several Iaily lesson
1. periods By means of original stories that belong
".' to the handbooks the environment of the child
is expanded while their interest in booksstories
and the expansion of their vocabulary
are also enhanced The themes c.f the
'S '--' second year constitute a deepening
f of the first year themes

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Thematic wall charts

The colorful thematic wall charts of Trampoln can be
used during the daily circle discussions. These charts not
only offer visual support during the discussions; they also
stimulate the imagination and empathy. Besides, they
enhance the child's aesthetic development.

Flip-over with activity charts

The flip-over contains 60 different activity charts.
They are intended for activities in a small setting.
The activity charts are related to the themes.

With each theme there re re a number of theme stories in
the manual and story book Per theme a elected story is
presented in a picture book The children process the now
familiar stories by listering to the CD with the picture
book in their hands

Copy sheets

There is a folder with copy sheets for differentiation The
copy sheets contain attractive additional material for the
fast pupils While they are working independently on
their assignments. the teacher can spend more time with
pupils who need more attention

Apart from linguistic and didactic
experience the developers have
a thorough knowledge of the
Antillean community E'uring the
design.development and writing
of the preschool curriculum the
Papiamentu speaking preschooler
was continuously place at the
very center of his environment.

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Sound-CD

The sound-CD contains
45 different sounds The
intention of this is to practice
and furtherdevelop hearing
capability and listening skills
during the listening program.

io puzzles in drawer for group 1

For the processing of a few stories froni handbooks i and 2 puzzles have beer
developed.

10 games in drawer for group 2

For group 2 attractive language and arithmetic games have
been developed The rate of difficulty increases slowly.
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The method Lesa Bon is not new: children have been learning to read in Papiamentu with it
for thirty years But as Papiamentu has become the language of instruction at most schools
in Curacao and Bona i re since the introduction of the new Elementary Education, the existing
met hod by Rut h Zefr in has been slightly adapted and re-published by FPI on the government's
request

Wall charts

Lesa Bon is a method for initial reading
lessons in Papiamentu and is based
on oral language usage. There are wall
charts based on five themes from which
a number of basic words have been
selected that are to be found on the 45
basic word charts. The concrete words
that are presented contain practically
all the letters that occur in the
Papiamentu alphabet.

There is a concise manual and a control book in
which there are word lists that increase in
difficulty in accordance with the level. Thus
there are one-syllable words, words with front
and end letter clusters, words with two syllables,
and so on.

Reading levels

For the six reading levels that are distinguished, there are always two to
three books available. The levels have different colors. There are also two
series with work books offering exercises for each difficulty. There are
also folding strips to be used in the group.

Posters

To keep the survey visible there are two posters that can
be hung ai c.iss They clearly shcwi the reading lvce1I,
for the pupiIs. par( nts and teachers There is.
distinction betwe rn the preparatory prt E
Part t)eLaratitoa rj d the core section

Salto is an attractive language and reading
method for pupils in group three of the new
Elementary Education. All aspects of further
language acquisition and initial literacy are
dealt with integrally in ten themes: technical
reading, reading comprehension, listening and

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speaking skills, story concept, vocabulary,
functional writing and spelling. By offering
lessons and material for processing at different
levels, Salto takes into account the differences
between the pupils and creates space for a
varied approach and differentiation.

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Materials

Teacher's handbook
Salto's teacher's handbook consists of several parts, in which
worked out lesson plans are to be found, but also suggestions
for a development oriented approach. There is furthermore a
clear description of available material. Two story collections
offer lots of original stories with the ten themes. They are
richly illustrated.

Nine Giant Picture Books
The nine Giant Picture Books contain apart
from discussion, pictures for the big or
somewhat smaller discussion circles. The
pictures relate to the theme that is being
dealt with or a root word that presents itself .
at that moment. ; ..
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Ten readers at corresponding level
The method comes with ten colorful readers at the
corresponding level. They contain short texts and word lists
for the application of the reading material. There are also
control assignments at the end of each book with which
the children's progress can be
established. ^

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Ten workbooks with differentiation exercises
Each level is accompanied by a work book, in which there are
assignments with which the treated subject is practiced. The
level of difficulty is indicated.
Children who assimilate the subject matter faster can
immediately start with the assignments that are somewhat
more difficult. Pupils that need some more practice first start
with the easy assignments.

Letter combination folder
In the letter combination folder the letters
are hanging of a root word that the children
have just learned. As new letters are
constantly added and these letters can be
moved about, the children soon discover
that words consist of several letters and
that they can always make new words by
changing the letters. In this way numerous
words can be formed and the children
playfully practice reading and spelling.

Root word charts
Each root word has a root word chart.
These root word charts offer important
visual support when learning the new word.
The root word charts that have already been
dealt with remain on the wall so that the
children always see them. In this way they
remember the word and imperceptibly
learn the new letters.

The title Asina mi ke tal (The Best Me I Can Be!) of this
series of eight readers playfully suggests the growing
awareness of own norms and values. The word'mi'
(me) indicates self reliance and responsibility.

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There is courage and self confidence in sentences
like: Mi mes ta disid! (I'm in Charge of me!), Mi ta
papia brdat! (I tell the truth!), Mi ta responsabel! (I
Am Responsible!). The tone is never pedantic. They are
meaningful texts and recognizable situations for initial
readers, parents and educators.

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"" The Csr ies Net l r bo~ lustt f r Ju' is for children who are, beginning to read and fc.r educator- and
parents whli help then with tisis. There are three reading leVes v.witl'h a glowing difficulty rate In
each book there is infor'ma3tioni about t[he autlhol arnd rtists .apart froi qiuetions and assigrments.

Tn the purple books (level 3) customs and traditions. role patterns and rivalry play a role. The most
beautitfu] pre. ent fui volir ;.ister who i a bout to get married i -i decorated biooni over '.iih thke married
couple imu.t iump (Biia 'iiLsoral u feel tough among ill tihoe men it the barber sh.p' with their
hioptalk INo Biarbeiiar Wat the best day of the week (Djadrumiug e rriidia aiil. who is vouir best
fit end I Trs t.i di mail and who dare to climb in that tall tiee IMuchaf muhe ku briol' Y'o feel rotten
when a nerw hoy with the .arie narni conLms in- your class I T.i oi i T crin) or because you're not alloived
ti. um-p tope because? yvoi re a boy And thit's why you ptacti,-e eVry dav for the big match l(Proiibi .aL
F'rmlilG O b' 't\)

Besides the translated popular series
like those about Elmer. the patchwork
elephant and Frog (Sapu) there are
also classics to be found bv Curacao
authors which have now been given
a face-hft and embellished with color
illustrations. The books are meant for
several age groups. This is in keeping
with the philosophy of the new
Elementary Education

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The Elmer and Frog series have been translated in many
languages Childr, n from all kinds of countries are crazy about
them. Nanseli, unda bo ta kore bai? is a longer and exciting story
with a surprising end. Both the Venezuelan folk stories Bich'i
Kandela i Bshi Mora and Konnchi i Mapurite, as the Curacao
classics Dede Pikiiia, Ipo, orea grand, Koko ta un pal'i gai, Kumbai
and Yomi ke baiflt continue to fascinate many children. But
also the characters in Gabriela i e simianan difelisidat and Mi
amigu hundu i rond draw attention, because they find a creative
solution to a difficult problem.

With the inriovation.s iii the sec-indary education
In the basisvorming' Imddle school). To this end
the method Alosako Pap.arnientri pa E nsaiansa
S..: :. .:: Sekundaiio was developed and published Parts i
.and 2 are meant for the two grades of the middle
*%H school For the rest of the secondary education
-'0. there are vsbo and havo'vwo parts avai3lble The
books for havo 5 and vwo 6 are being prepared

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Student books

This method fits seamlessly with the final attainment
levels of the Papiamentu examination curriculum. The
student's book is based on functional texts taken from
daily life situations. The method is strongly focused on
communication, so that Mosaiko can be considered as a
present day functional communicative method. Because
in each chapter the skills are presented within a theme, it
is also considered as a thematic-cursory method.

The appearance of Mosaiko is very
colorful and has a tropical feel, with
a modern and functional layout. The
students experience it as an attractive
Book, in which they like to leaf, because
there are many pictures of familiar
local persons and situations.

Next to each student's book Mosaiko offers a teacher's manual. There is furthermore a sound CD on
which all the texts have been recorded to bring uniformity in the pronunciation of Papiamentu. The
DVD is an aid for listening and observation skills. In the Mosaiko method there is also a literature
time line. Local authors are discussed, whereby the genres prose, poetry and drama are dealt with.

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Secondary Education

Since Papiamentu has been introduced as
a subject in the Secondary Education and
the students also o final examination
in it there i ., need fcr lesson material
for the students T-hat is why the FPi has
produced book packages with, relevant
titles for tie secondary schools There are
books by local iCuracaol authors regional
(Aruba.'Soutth-Americai and international
IThe Netherlands) wiiteis Some works
were written in Papiamentu. others were
translated froni SpanLsh and Dutch Of course
these books are also available for the general
public. both as packages ind in single copie-:

The first book package 120041 is meant foi
the brugkla' (middle schoCol level The
characters originate tiom Curacao Colombia
and Venezuela and face challenges like
withstanding the lure ot ea drig nionev.
realizing a life's dream in spite of abject
poverty and humorously dealing with every
day difficulties

The second book package (2006/2007) is directed towards students of the second
and/or third grade of the secondary education. The first title is the well-known Anne
Frank's diary. The other two are juvenile books by regional/local authors which were
formeily pub'-lshe i in Dutch The characters struggle with far-ieaching problems like
wai teen piegnanry and death The waythev dal w th th i these difficulties gives tlhe
young reader hop, and rispiratio:'n

The third boco.k pa. kage iro8S i.s les.tined for pre- air
hfnal e.~amination gioupi: Fiour genTrrs have been
incllided. poetry : hort ;torie-... a nijvella and tw.:, plays.
Ali the four title *re original wcrrks Ithree re-istes eA
and one debut) bi top Culacao authors who are
mentioned in the Kadansi method L, ..

SAt the beginning of this millennium literature education was renovated.

for the innovative concepts and the excellent presentation
for the innovative concepts anid the excellert presentaran

Kadans, Literary
development
and concepts
In the first part. Kadans, L.teratir
ontu ikkeling en hiteraire begrippen,
the students are offered subject matter
and assignments to learn t.i deal with
bterature in their own environrnent They
become literally socialize.d Besides that,
they become familiar with literary terms
that the examination currcuulum requires.

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Kadans, Literary history

The second part of Kadans, Literatuurgeschiedenis, contains
literary history of the six school languages: Dutch, English,
Papiamentu, Spanish, French, and German. This combination of
languages is unique. In each chapter literary period is discussed
and the most important authors are introduced. The books are
richly illustrated and have a modern and functional layout.

Kadans is a literature method for
havo/vwo and higher education.
Because of the ample attention for
art and culture the method fits well
with the subject cultural and artistic
education Studen s are confronted
with the several a tistic expiessions
Ilke literature. pla tic art. painting and
architecturee in tht ir interrelatiorn hip
through history PFriod surveys and
lists are included 'vith terrns as an aid
to the study of lite rature.

Supporting material

For teaching the new literary education there is also
supporting material available next to the textbooks
in the form of teacher's manuals. CDs and DVDs

It is estimated that there are 6000 languages in the world. Some
200 of them have a program for an electronic spelling control: a
spelling checker. It is therefore remarkable that there is a spelling
checker for Papiamentu for Microsoft Office. The 2001 version
worked on Windows 98, Windows XP and MS Office 2003. The 2007
version is suitable for Office XP, Office 2003 and Office 2007 under
Windows 2000, Windows XP and Windows Vista.

The control program, in Papiamentu kontrografia, and called
SplChk, contains about 33.000 words. Besides a CD-ROM for
the individual user, licenses are available for the government,
companies and institutions.

The three partners in the SplChk-project are the FPI,
Tr.iducciones Joubert NV and De Computerclub Polderland
Language & Speech Technology BV took care of the spelling and
breakdown program. In 2001 the Premio Ekselernsa (F
Atitari) of the press association Prensa Un was avarcled to the
SplChek program

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Miscellany

In this section there are titles included
that do not fall under the other
categories.

Algun Fenmeno den Desaroyo di
Papiamentu
In this book Enrique Muller discusses
linguistic issues of Papiamentu, mainly
phenomena on the word and sentence
level. The idea is to reach regulation of
the language.

Banko di Palabra
Throughout the years, the institute's
translation department under guidance
of Thelma Antonia has collected a
wealth of special words and expressions
and stored these in a databank. Since
2008 this databank is also available in
book form for the general public.

Bati kabes
In 1992, May Henriquez (t) published a
booklet with charada's (popular riddles)
and with illustrations by Elis Juliana.
The FPI will bring out a new edition of it.
Young and old will be delighted with this
booklet.

Bibliography of the Papiamento
Language
This posh publication with titles of
linguistic, historical and sociolinguistic
studies about Papiamentu is a tribute
to the compiler Maritza Coomans-
Eustatia (t). During her life, she was
the chairwoman of the Stichting Libri
Antilliani. She has worked for years on
this bibliography.

De brug van Paramaribo naar
Willemstad
In this book, Wim Rutgers discusses
Dutch literature in the Caribbean
between 1945 and 2005.

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Trokalenga
This journal with contributions about
Papiamentu, appeared three times a year
with a limited edition. Copies are still
available.

Un Momentu pa Papiamentu
This book, with accompanying audio
CDs, is based on a FPI radio program with
the same name, in collaboration with
Radio Z 86. It has been composed by ex-
employee Etline Lourens (t) and revised
by Cathleen Giterson. The following
language areas, among others, come
up for discussion: literature, history,
word and language use, grammar and
reflection on Papiamentu. Everything is
presented in a popular manner.

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The FPI does not only work on the modernization
of Papiamentu, but also on its conservation. One of
the ways to do this, is by reproducing texts that are
hardly found: the so-called facsimileing. Thus they
will become accessible for research. When preparing
facsimile productions, the FPI can count on the
collaboration of the Stichting Libri Antilliani (SLA).
The Coomans-Eustatia collection forms a great basis
for this. As a sign of appreciation for her contributions
to cultural historical research of the Antilles, several
of the publications have been dedicated to Maritza
Coomans-Eustatia. Also the FPI has a collection of
about thirty original old books. These rare booklets
were saved by Frank Martinus Arion from the burning
bishop's palace on 30 May 1969.

the cross' from i85o was written by J J Putrman Pesides
ithe s tory about the way of tohe cro.the bookiet apso
and dates from 1844 The facsmile publication frorn

contains nRedtatons and prayers PutCan r tebo
and prteinted textbooks and prayer books n Dutch and
Papenament
Kamiena di Kroes
The original bookiet Kamena dr Kraes or *the way of
the cross'frorr1850 was wrten by Jji Putman Pesides
the srory about the way of the crois. the booklet aso
contains rnedtations and prayers Putnan wrote
and prntned teirbooks and prayer books in Dutch arid
Papiamentu

Language in the community
One of the tasks of the language institute
Fundashon pa Planifikashon di Idioma, the
FPI, is to stimulate

Organizational structure language planning FPI
The representation below shows how the language planning
activities of the FPI are structured.

national unity by
realizing a good
command of the
official languages
and a good use of
language as a means of
communication.

Language politics and
language policy

Community, language
and media

Subfields

To cover all the
attention areas in
language planning,
the FPI in its daily
activities makes a
distinction between
status, corpus and
distribution planning.
In status and corpus
planning, the institute
works on the place
of the languages in
the community and
the languages themselves respectively, for
example spelling, grammar, text perils, etc.
In distribution planning, the FPI considers
school as the most solid medium to distribute
language in the community. In accordance
with this viewpoint, a strong bond was built
with education and individual schools.

StatuS: planmltig -

LaiwL~agplanning

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Organizational structure language planning FPI

Language planning

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Language material development

Upon restructuring primary education, preschool education
and the elementary school have been merged to the eight-year
Foundation-based Education, divided in two cycles. The schools
have the option to offer education in Papiamentu, Dutch or
bilingual Papiamentu-Dutch.

Language material for the
renewed education
The FPI has started with the
development of language
material and continues working
by order of the government
on its production, mainly with
USONA funding. The following
overviews give a schematic
presentation of the development
of language material by the FPI
for Papiamentu-language schools
and for Dutch-language schools
in Foundation-based Education.
The overview for secondary
education has also been included.

Trampolin

Language material for Papiamentu-language
schools
The outline shown below gives an overview of the
development of language material for Papiamentu-
language schools in Foundation-based Education.

Language material for Dutch-language schools
A limited number of schools are allowed to use Dutch as
language of instruction in Foundation-based Education.
The outline shown below indicates what this means for the
development of language material for Dutch-language schools
in Foundation-based Education.

Language material development

Language material in Secondary Education
The FPI also develops textbooks for secondary and higher
education. The titles in the shaded squares are already available.
The support material is being developed. Even in higher
education, mainly the educational sector, they use the provided
textbooks and support material.

Papiamentu and literary education
The FPI gives priority to material that has to be developed locally.
We are talking here about resources for the subject Papiamentu
and local literary education.

Other languages
The FPI has also been requested to develop material for foreign
languages. Thus, the havo/vwo would like to have a Dutch
textbook that fits our students' interests.

One of the tasks of the language institute is to
offer service to the public. This service can occur in
several ways. Thus, there is often personal contact in
case of requests for information. On the other hand
the FPI itself also makes sure that messages arrive
at the user through the media. Forms of service
provision that are in great demand are translations
to and from Papiamentu and revision of texts. There
is also a need for spelling courses, Papiamentu
lessons, guidance in writing articles and/or fiction,
information about existing publications and of
course there is a demand for FPI products.

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Personal contact
On a daily basis, there is personal contact with
clients by phone, e-mail or fax, but there are also
those who personally visit the FPI for assistance.
The clientele is very diverse: teachers, students,
authorities, government officials, department
heads, business personnel, newspaper readers,
viewers, etc. In short, everybody who wants to
know if something is correct, if the FPI has found
a solution for a translation or spelling problem,
how to formulate something. The questions are
mostly about Papiamentu, but Dutch also comes up
and occasionally even Spanish, French or another
language.

Using the media
Throughout the years, the institute has used the
media to provide information. For the radio it has
made contributions, such as the informative program
Un Momentu pa Papiamentu. Narrative programs
were broadcast in which stories, fables, poems and
riddles were presented. The institute was involved
in quiz parts and competitions in TV programs like
Nos Mundu, Skina Infantil, Proyekshon Hubenil,
Mru Bondia. When there are public, literary or
otherwise language-related events, the FPI takes
care of announcements in the media through
advertisements, press releases, interviews or articles.
The FPI also has a website with its own domain
name: www.fpi.an.

Sale and distribution of books and other
educational material
Of course the FPI h.is to mnak're ;u: for its pioduLlct teo .ar~ve
at the user The tma teiia] produced by the iiitittute is storlted
and distributed foi the benefit ot i scihols. bookstores
ilbialrei tnd other ii.titutiorii or companies Client.: also
come personailv to the institute to purcliase one on more
title-

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40

F oMi

Translating final exams
By order of the Central Examination board to Arrange
Questions (the Netherlands) and the Expertise Center
for Tests and Exams (Netherlands Antilles) final
exams, under supervision of the FPI, are translated
each year: in Papiamentu for the Papiamentu-
speaking secondary schools in Curacao and in
English for the Windward Islands. In this case new
words or word connections are often created for
certain concepts, which are then saved in a databank.

Databank of translated words and expressions
From the very beginning, the translation department
of the institute has been saving special words,
sentences and expressions in a databank. For many
years the internal employees have been gratefully
using it. As of 2008 this databank will also be
available in book form for the general public.

. -

Receiving and assisting guest
researchers and students
Countless guest researchers have appealed to
the institute in order to, with the assistance and
guidance of the FPI, execute their researches on
aspects of Papiamentu and write their research
papers. At universities in Belgium, Brazil, Canada,
Germany, France, the Netherlands, Austria, Puerto
Rico, the U.S. and Switzerland there is much
interest for the development and special position of
Papiamentu. Local and regional language teachers
and students from, among others, Curacao, Aruba,
Bonaire, Haiti, Jamaica and the U.S. also visit the FPI
regularly.

Offering trainee posts to local and
foreign students
The language institute FPI is a favorite place
for local and sometimes also foreign trainees. A
minimum of two students per year (mostly from
the administrative training of the Secondary
Vocational Education) are trained at the FPI. From the
Netherlands, Communication students have found
their wav to the institute.

Service provision

Information supply and service provision
during events
The FPI is often involved to give intornation about its
activities products and various language and language
polly issues at meetings. lectures, workshops. symrposia
international conf, rences festivals. expositions book
and Iob fairs Thu-.. several employees of the institute,
have presented papers, given workshop- and stood in
bookstands at loca regional iand international conferences
book markets and exhibitions. Prodtuctive contacts are
established during these meetings

Maintaining an internal library
The in titute ha: a library that is always accessible for its
employees The FPI is sub'-cribed to important professional
magazines and pu chases the latest publications of
local and regional writers Furthermore. the FPI follows
developmeri ts on relevant fields of study and co!Ilect
reference books ab.)ut linguistic and ltrary topics The
institute also own a collection of valuable documents.
whii:h includes the oldest printed text in Papiamenrtu

Internal service provision
The FPI has a small. yet enthusiastic team of support staff
and linguii.tic worker; Guests at the Institute are wvrmnly
received by the domestic worker and other employees The
receptionist speaks to the public and sends on message:
to colleagues in order to perform anrd communicate
optimally. the FPi ha: an efficient digital network
interiral and external experts make adjustments and
solve possible technical problems In this way it becomes
possible to communrii ate effectively with each othet by
phone interim. e-mail. intianet and intetnet Ey means
of minutes cf talks and meetings memos reports and an
internal newsletter. the FPI records resolutions and reports
its activiti-e o o it personnel board of directors and board
nmenibers

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40

IdmItfiun

External projects
The FPI is often requested to participate in external
projects, such as quality control in exams, take
care of and record texts for educational computer
programs, edit and translate stories, poems or plays,
be a member of the jury and co-organize (cultural)
events.

Kom in mijn boek & Dossier Korsou
In 2001 and 2002 the FPI collaborated in the reading
promotion project Kom in mijn Boek from the
Sentro pa Guia Edukashonal (SGE). The FPI was the
counterpart of teachers from the Writers' school in
Rotterdam. A lot of children's stories were written,
translated, edited and published. In 2002 and 2003
the stage project Dossier Korsou from Flying Bridge
International (Amsterdam) and the Stichting
Paradox (Curacao) followed. Writing workshops
were organized for youngsters and adults. These
workshops produced some educational stage plays
which were performed at practically every secondary
school in Curacao and Bonaire.

K6rsou ta lesa
The campaign Krsou ta lesa (Curacao reads) from
the public library took place for the first time in
November 2006, following Nederland leest. Members
of the library received a free copy of a special edition
of Dubbelspel, so everybody could read it and have
discussions about it. The campaign book of 2008 is
a classic from the Antillean literature. The FPI was
involved in the publication process of this book.

Events
All kinds of local or international cultural
institutions have requested the FPI to organize
cultural and literary events with them or to
participate in projects.

Arte di Palabra
Since 2000 the FPI has been giving its support to the
annual Arte di Palabra, a wide-ranging presentation
and writing competition for secondary school
students in Curacao and Bonaire.

Activities

Siman di Kultura
Since 0oo4 the Kas di Kultura has been organizing the Siriian
Lli Kaltiuri.a. an ann al event that takes place in September.
The FPI participate, in it by c'rgani:ing open days or literary
encounters

Un siglo di poesi a na Papiamentu
in 1905 the poeni Ai ard by Josepli Sicknman Corsen was
published This poeii i: a benchmitrk for the Papiamentu
literature T comninemiorate this a grc'up of prominent artists
with thle collaborate on of the FPi organa ed the event Un SILol?
di posiLi nr Papion'entit ilA centirli of poetry) ir Papiiamenritul in
september 2005 Ti eie were presentations with music and songs

International conferences
The CurLcao Creole CoLIfer:riie (CCC 20041 was held from Aiguist
11 15 2004 Tihe FPi *ugani;ed it together with the UNESCO
Fiindashon Skoi Himianista. Assoclaco de Croulos de Base
Le:ical Portuguesa e Espanhola (ACBLPE .Society for Pidgirn
and Cieoie Lingui.-ics ISPCL) and the Society tor Caribbean
Linguistic' ISCL) 'Mre than a hundred linguists from many
different COLI uIt r p rticipated irn this conference

From November 6-9.2o008 there will be another international
conference in CuraLao the Eatern CailibLbern /jila,d CltLrs
CoJifErence with the following topic Lt#aiiiiiIie Literatuite
ind CUltute of the E-ist rn C-IbttlbeatL i Since 2004 the Leeward
islands have also been included in this The FPI is organizing
this conference together with the UNA. the UPR (Universidad de
Puerto Rico) and the UW1 IThe Liniversty of the West Indiesi

Awards
Since 2001 the FPI has been competing ainmo.t every year with
one of its products foi- the Innovation Award of the Innovatiori
Center Curacao The FPI was repeatedly among the nomrnnees
and on numerous occasions it ha i won a category award in
2001 with Alosaiko. nr 2003 with Kandan. Literaire ontwikkelting
en literoare begrippen and in 2004 with Tranipolin In 200
the institute landed the innovation Award with Kadilas.
Literatui lrgleschied nits
In aooi the Fapamnentu ;pelling checker won the Premio
di Ekselensla from the Prensa Un> On 21 February 2004. the
International Mother Language Day. the FPI was awarded the
Prenrlo Noslhonal d UNESCO-Aiita

F~0.

P~
0-fatip

Literary festivals
Since 2003, texts by international authors are
translated into Papiamentu and projected on a big
screen during the biennial literary festival Krusa
Laman, an initiative of the Stichting Winternachten
(The Hague). Since 2007 the FPI has been the
organization partner of Winternachten. In 2000
already, the FPI had organized workshops for
literary translators during the festival De Zee van
Verbeelding, a precursor of Krusa Laman. For the
festival in The Hague, the FPI has taken care of the
Great Papiamentu Dictation.

Symposium Language, Culture and Costume
In June 2007 a two-day symposium entitled
Language, Culture and Costume, was held. It was
organized by the Minister of Education and FPI. The
symposium also initiated further cooperation with
the Dutch Language association, represented by the
Netherlands, Belgium and Surinam.

Information meetings about the
Dutch spelling
In 2007 representatives from the Dutch Language
association gave information about the most recent
Dutch spelling to teachers, government officials
and the general public, on all the islands of the
Netherlands Antilles and Aruba. The meetings were
well-attended.

Tribute to authors and artists
In August 2007, the FPI acted as the organization
partner of the FMS, the Public Library, the Kas di
Kultura and the Gallery Alma Blou during a grand
celebration of the eightieth birthday of the national
artist, poet and writer Elis Juliana. In December of
the same year there was a tribute to several local
authors and artists who also turned eighty in 2007.

Activities

Own activities
Ofcoursethe inst' ute also take~ the initiative to orgarize
activities.

Lectures
The FPI organizes lectureQ about important language and
literature topics. u tually irn cooperation with the UNA
Faculty of Art ;

Workshops and training courses
On a regular basis there are workshops and training
courses for teachers in foundation-based and secondary
education.They then learn how to work with programs and
textbooks like Trianpolin Lesa Bo'. Ao:alako and Kniaons
As part ofthe Liteary Tranrlation Project, the FPI ha- been
organizing works ops and meetings for litreary tra nsators
for manyyears Sc.metimes. groups of author: or translators
from Curacao. Ari ba and Bonaire get together to develop a
final product. sucd as languagee textbooks or readers There
are also training courses and workshops for employees of
the institute.

Book presentations
To b ng the institute's products to the attention of the pubiic.
it organizes press conferences presentations to authorities.
spectacular presentations or literary cafes

International Mother Language Day
Eveiv year the FPI celebrates the International Mother
Language Day on Februaiv 21. ofien witi open days for the
public and study packets for schools For some years now.
the FPi together with the UNA Faculty of Arts has been
organizing the popular National Papiamentu Dictation'
Since 2008, on the initiative of the public library there is also
a national dictation for children Other brother languages
spoken in Curacao :.iiich as Haitian Creole ivrt. Portuguese
and Sranan also receive attention on this day

Evaluation and teambuilding
Eveiy vear. the FPI personnel holds anr evaluation meeting under
the guidance of an external expert. This is usually followed by
a creative day with artistic workshops or excursions guided by
recognized artist-.i nd guides The prodiiced work. of art now
embellish the roon-m of the in-titute

lo3

The language institute FPI is very grateful that it could rely on the
collaboration and contribution of a growing number of persons
and institutions during the past ten years. The following list gives
insight in this constructed network of relations in the government,
business world, private institutions and individuals from home
and abroad. The names have been dassified as much as possible in
sections. Within the sections, where necessary, the names are ordered
inalphabeticalorder.Thebriefor1 I:.ng laist gig in.ritn ul iion o1 .ilj
mentioned and unmentioned relations, possibly due to an omission,
definitely forms an important part of the success of the FPI.